In our last COLT Meeting, the discussion of curriculum developed was widely explored. It is my (C. Evelyn) impression that the group decided to pursue both goals of continuing to embed curriculum via content mapping and identifying technology skills that are grade and age level appropriate. In this way, we can begin to leverage our existing supports (e.g., tech mentors) within schools to assist teachers in embellishing their curriculum with the requisite technology skills indicative of preparing students to meet with success in the 21st Century. Summarily, the scope of work that will be completed by this subcommittee should include:
It seems we might agree to define the technology competencies first, at least -- and perhaps only -- at particular grade levels. Then the embedded technology can be viewed in the context of these expected competencies. -A. Yale
A starting point that is quite specific is:
Massachusetts Technology Literacy Standards and Expectations The Department of Elementary and Secondary Education and the Massachusetts Technology Leadership Council (MTLC) worked with a group of educators and business partners to revise our instructional technology standards. These standards incorporate the ISTE NETS and the Partnership for 21st Century Skills into three broad standards, which are broken down by grade level. The standards were approved by the Massachusetts Board of Education on April 29, 2008.
Resources and contacts relative to curriculum
Cutter Cramton, cc35@cornell.edu a recruitment specialist at Cornell (refer to email correspondence w/ S Kennedy)
Julia Mattick, jmattick@tompkins-co.org Executive Director of Tompkins County Workforce Investment Board representing 35 employers (per S Kennedy referral)
Cutter Cramton's initial thoughts on the first few meetings include the following agenda items:
Agenda for Initial Meetings (1-3 meetings?)
Introductions
Introduction to the Cornell competency system "Skills for Success"
Review several job descriptions and discuss the ideal candidate Cornell would be looking to hire for these roles
Discuss how IHS curriculum can best address Cornell's employment needs
How can we best partner to increase opportunities at Cornell for IHS students and graduates?
What are the expectations for this partnership and how we will evaluate if we are successful?
Any other items that you would like to add?
Thoughts:
The above is very helpful. Preparation for employment should be one prong in our curriculum fork. Others are serving the needs of current and lifelong learners in the 21st century, and being well prepared for critical citizenship. I add these just to make sure our fork is broad enough to serve up a balanced curriculum. -Andy Yale
Outside Initiatives
New 12/13/09
Curriculum Frameworks and Professional Development
The State Education Department will design a process and funding strategy (including seeking competitively awarded federal funding) to produce revised curriculum frameworks and to align professional development with the newly developed frameworks. These curriculum frameworks will provide an additional level of specificity to the New York State learning standards which would serve as the foundation for providing all students with a world-class curriculum. These frameworks would include not only English Language Arts, Math, Science, and Social Studies, but Economics, Technology, and the Arts as well.
See the Regents item on Development of Sequenced Curriculum Frameworks and Aligned Professional Development for more information.
**Igniting and Sustaining STEM Education**
As the workplace changes and becomes increasingly global, today's students must be educated with a 21st-century mindset. Science, technology, engineering, and math (STEM) skills are no longer just "good skills" to have; they are increasingly vital to a 21st-century education.
Committee Charge
In our last COLT Meeting, the discussion of curriculum developed was widely explored. It is my (C. Evelyn) impression that the group decided to pursue both goals of continuing to embed curriculum via content mapping and identifying technology skills that are grade and age level appropriate. In this way, we can begin to leverage our existing supports (e.g., tech mentors) within schools to assist teachers in embellishing their curriculum with the requisite technology skills indicative of preparing students to meet with success in the 21st Century. Summarily, the scope of work that will be completed by this subcommittee should include:Table of Contents
It seems we might agree to define the technology competencies first, at least -- and perhaps only -- at particular grade levels. Then the embedded technology can be viewed in the context of these expected competencies. -A. Yale
Minutes
Curriculum Sub-Committee March 11, 2010
1-7 Curr sub committee meeting.pdf
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Curriculum Sub-Committee Feb. 22, 2010Resources
A starting point that is quite specific is:Massachusetts Technology Literacy Standards and Expectations
The Department of Elementary and Secondary Education and the Massachusetts Technology Leadership Council (MTLC) worked with a group of educators and business partners to revise our instructional technology standards. These standards incorporate the ISTE NETS and the Partnership for 21st Century Skills into three broad standards, which are broken down by grade level. The standards were approved by the Massachusetts Board of Education on April 29, 2008.
For ICSD content mapping, our Technology Integration Staff Developers proposed Tech Expectations for content maps by grade level
Other Resources:
ICSD:
ICSD K-8 Technology Literacy Standards
from 2003 and thus dated.
and the ICSD Curriculum Database
ISTE (International Society for Technology in Education) & NYS Education Department
ISTE Standards for Students These are commonly referred to as NETS_S (National Educational Technology Standards for Students)
NETS Implementation Wiki
ISTE Student Profiles
NYS-ISTE Crosswalk:
Technology Standards in one column, NYS Standards in another. Match them for integration.
TPCK Actvity Types TPACK refers to Technology, Pedagogy and Content Knowledge. The activity types are the means of implementing the TPCK model.
Technology Literacy Definitions
Technology literacy definitions by NYSED, ISTE (International Society for Technology in Education), and SETDA (State Educational Technology Directors Association).
Technology Literacy Assessment
Resources for different assessment approaches of knowledge-based, performance-based, and portfolio-based.
Intel® Education Initiative
See especially this examples in this Subject Index
Ohio Treasure Chest of Technology Resources
Online collection of thousands of websites which are high-quality, teacher-reviewed, interactive, and free. Each website is aligned directly to the Ohio Academic Content Standards in math, science, language arts, and social studies, and ready for use in your classroom.
Also from Ohio, for plannning: http://www.premieracademyohio.org/docs/Tech_Standards_Implementation_Tool.xls
Integrated Lesson Plans
From Internet4Classrooms
A collection of lesson plan ideas and resources.
Literacy With ICT Across the Curriculum
The purpose of this website is to help teachers, school leaders, and curriculum developers to understand the role of information and communication technology (ICT) in classroom learning, teaching, and assessment. http://www.edu.gov.mb.ca/k12/tech/lict/
Community Employers
Resources and contacts relative to curriculumCutter Cramton, cc35@cornell.edu a recruitment specialist at Cornell (refer to email correspondence w/ S Kennedy)
Julia Mattick, jmattick@tompkins-co.org Executive Director of Tompkins County Workforce Investment Board representing 35 employers (per S Kennedy referral)
Cutter Cramton's initial thoughts on the first few meetings include the following agenda items:
Agenda for Initial Meetings (1-3 meetings?)
Thoughts:
The above is very helpful. Preparation for employment should be one prong in our curriculum fork. Others are serving the needs of current and lifelong learners in the 21st century, and being well prepared for critical citizenship. I add these just to make sure our fork is broad enough to serve up a balanced curriculum. -Andy Yale
Outside Initiatives
New 12/13/09Curriculum Frameworks and Professional Development
The State Education Department will design a process and funding strategy (including seeking competitively awarded federal funding) to produce revised curriculum frameworks and to align professional development with the newly developed frameworks. These curriculum frameworks will provide an additional level of specificity to the New York State learning standards which would serve as the foundation for providing all students with a world-class curriculum. These frameworks would include not only English Language Arts, Math, Science, and Social Studies, but Economics, Technology, and the Arts as well.
See the Regents item on Development of Sequenced Curriculum Frameworks and Aligned Professional Development for more information.
New 2/17/2010 EasyTech
Please take a look at what EasyTech has done -EasyTech , a proven, Web-delivered K-8 technology literacy curriculum, easily and effectively integrates technology into Math, Science, Language Arts and Social Studies. http://www.learning.com/easytech/ *EasyTech has received ISTE's Seal of Alignment for the NETS-S 2007 Refresh.**Igniting and Sustaining STEM Education**
As the workplace changes and becomes increasingly global, today's students must be educated with a 21st-century mindset. Science, technology, engineering, and math (STEM) skills are no longer just "good skills" to have; they are increasingly vital to a 21st-century education.